Detail 

Data 

School name 

Stoneyholme Community Primary School 

Number of pupils in school 

422 

Proportion (%) of pupil premium eligible pupils 

34% 

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year) 

2024-2027 

Date this statement was published 

Sept 2023 

Date on which it will be reviewed 

Nov 2024 

Statement authorised by 

Lisa Davison 

Pupil premium lead 

Rachel Pickup 

Governor / Trustee lead 

Faria Jan 

Detail 

Amount 

Pupil premium funding allocation this academic year 

£192 400 

Recovery premium funding allocation this academic year 

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024. 

£0 

Pupil premium funding carried forward from previous years (enter £0 if not applicable) 

£0 

Total budget for this academic year 

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year 

£192 400 

Challenge number 

Detail of challenge  

1 

Weak language (EAL) and communication skills. (oracy) 16 different languages spoken. 

2 

Access to a wide range of sources to develop their cultural literacy and social capital. 

3 

Attendance and punctuality issues. 

4 

Relational practice is not fully embedded across the whole community, limiting the opportunities to support the education and life chances of pupils. 

5 

There are high levels of poor emotional and mental health wellbeing. 

Intended outcome 

Success criteria 

To further develop language and communication skills 

All children will be articulate and have clear communication skills, translatable and transparent throughout the grasp of the curriculum.  

To close the attainment gap in Reading within pupil premium children 

Outcomes and assessments will be inline or above national average. 

To close the attainment gap in Writing within pupil premium children 

Outcomes and assessments will be inline or above national average. 

To close the attainment gap in Mathematics within pupil premium children 

Outcomes and assessments will be inline or above national average. 

To continue to improve the wider opportunities available for all our pupils 

100% of pupils are attending after school enrichment at least 2 evenings per week. (See additional Programme) 

This in turn will show an increase in children’s stamina, resilience and confidence. 

To continue to improve attendance and punctuality 

Whole school attendance will be above 97%.  Persistent absence will be below 5% of children. 

To widen Stoneyholme Community Primary school’s relational practice to ensure all stakeholders are given the opportunity to support the education and life chances of pupils and families, benefitting positively from being a member of the community. 

Relational practice will be embedded and evident throughout all areas of school and the local community. 

For ALL pupils to achieve the highest possible standards and realise their full potential in all aspects of their learning 

Alumni of Stoneyholme are successful, inspirational and achieve great things. 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

Red Rose phonics  

Red Rose phonics supports children’s knowledge and understanding of the relationship between written symbols and sounds.  Phonics approach have been consistently effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress.  

1 

Safeguarding 

This empowers our staff by giving them the skills and knowledge they need in order to appropriately report abuse and neglect. 

5 

Trauma informed training 

Trauma is a common human experience. Trauma has a lasting adverse effect. There are different types of trauma; childhood trauma (a big-one-off incident) and type 2 trauma (multiple traumatic events over a period of time). The Trauma Informed Approach has 4 factors – realise, recognise, resist and response.  

5 

Talk Five, 

The Talk Five programme supports our pupils in English and allows the study of English to cover reading and response, gathering content, scaffolded and independent writing all through a talk-based approach.  There is also a focus on GPS tasks. The course helped me with English unit planning and will guide me as I plan further English units. 

1, 2 

Working with children with unmet needs 

AC Education Online Learning  

Teachers need to identify and support pupils with unmet attachment needs as this can affect their learning and approach to school. The course gave useful strategies to adapt teaching approaches to suit the needs of these pupils in order to allow them to reach their full  potential. 

4 

Talk Three programme 

This supports our pupils in English and allows the study of English to cover reading and response, gathering content, scaffolded and independent writing all through a talk-based approach. The course helped me with English unit planning and will guide me as I plan further English units. 

1, 2 

 Talk Three programme 

This supports our pupils in English and allows the study of English to cover reading and response, gathering content, scaffolded and independent writing all through a talk-based approach. The course helped me with English unit planning and will guide me as I plan further English units. 

1, 2 

Learn 2 Ride Bike Training 

Stoneyholme have identified the need for more children throughout school (KS1 & KS2) to ride a bike safely in and around the community. We would love to create a Bike HUB to help support this whilst enhancing children and parent bike, safety and maintenance skills. We will organise and deliver CPD linked with British Cycling (Ride Leader) and offer this to Staff and Parent/Guardians in the community. The HUB will be linked with Stoneyholmes Enrichment Programme and will run for a 5-week block, every half-term for each mixed year group from years 1-6. A Parent & Child led session will also take place every half-term for a year mixed group. 

2, 5 

Red Rose Phonics – Catch up  

Red Rose phonics supports children’s knowledge and understanding of the relationship between written symbols and sounds.  Phonics approach have been consistently effective in supporting younger pupils to master the basics of reading. 

1, 2 

Numeracy in Nurture 

This intervention can support children with language development and build confidence whilst playing Maths games. It also enables them to develop the skills of number and observation. 

1, 2 

English Subject Leaders’ meeting  

Provides updates and focussed CPD which can be disseminated to whole staff as appropriate in order to ensure children are given quality, focussed teaching using strategies proven to accelerate progress in all aspects of English 

1 

Supporting One to One reading in Primary Schools. 

Recognised need for lowest 20% in reading to undertake regular 1:1 reading with an adult reading partner to support progress in decoding, comprehension and fluency. 

1 

Developing a Reading Culture in Primary Schools 

High profile of reading for pleasure in Primary Schools leads to improved outcomes in reading. 

1 

Bitesize Multiple Choice Question 

Part of the Great Teaching suite of training to improve identify teaching strategies that lead to the best academic outcomes for children. 

1 

Great teaching behaviour for learning.  

Course provided an insight and different ways to understand the impact of behaviour for learning. The course highlighted the importance of predictability and routines, routine creating a feeling of safety, high expectations and managing distractions.  

1, 2, 

Talk 2 

This supports our pupils in English. It covers reading and response, gathering content, scaffolded and independent writing all through a talk-based approach. The course helps with planning the ‘Birds’ topic- persuasion. 

1, 2 

Maximising Pupil Talk  

This CPD supports our oracy school improvement plan. This CPD provided strategies to implement in class to encourage talk between children and communication skills. It also provides strategies for us as practitioners to implement in our practice in order to see positive outcomes between children and in our classrooms. 

1,2 

Behaviour for Learning 

This CPD provided strategies to support children’s behaviour for learning in a classroom setting. It highlighted the importance of the explicit teaching of model behaviour. 

2 

RedRose Phonics Training  

Provided strategies and up to date vocabulary to use when teaching phoneme/grapheme correspondences. The review, teach, practice, apply approach has been effective in sticky learning. Games we were taught have been effective in teaching new learning. 

1, 2 

Extending Higher Attaining Learners.  

Provided strategies on how to ‘talk like an expert’. Clarifying what children already know. Shave off the input for the ‘higher’ children. Children evaluate learning against success criteria. Empathise from different viewpoints.  

2 

Great Teaching: Managing Cognitive Load 

Cognitive load is referred to as the amount of information that our working memory capacity can hold at one time. The CPD provided instructional procedures need to avoid overloading the working memory with those activities that don't directly enhance learning. 

1, 2 

What to do when stuck? 

Provides different strategies on what to do when children and staff are stuck. Building knowledge, motivating staff, embed practice, becoming self-reliant, making informed decisions, growing awareness of strengths and weaknesses.   

1, 2 

Independent and Resilient Learners - What to do when stuck 

Provides different strategies on what to do when children and staff are stuck. Building knowledge, motivating staff, embed practice, becoming self-reliant, making informed decisions, growing awareness of strengths and weaknesses.   

1,2  

Great teaching: memory-making learning stick online 

Learning is about changing schemata (a web of learning) through acquiring knowledge and making connections with different schemata. The curriculum should cater for knowledge acquisition and teaching vocabulary. Spaced learning- planned recap, revisiting learning, making links. Retrieval- reconstructing learning from the past- not a test/assessment. There to help, needs to be fun/engaging. 

Could out LWs have a question about prior learning at the start of a unit? (This could include a common misconception) 

1,2  

Effective use of TA’s 

TA standards (2016) states the role of LSA’s are to help pupils make progress but at the same time children need to be increasingly independent.  

Ofsted say: know more, remember more and do more- encourage all children to demonstrate sticky knowledge through questioning and oracy (we are already privy to this from an inset Lisa D did on the EEF report) 

The EEF states LSA’s have more impact on children when delivering targeted interventions over general classroom support 

The blockers LSA' have in successfully doing their role: Time and money, it is imperative we make best use of our SAT meetings to share information for our children to progress.  

The importance of positive relationships which promotes a culture for learning and a safe place for pupils, where trusted adults are available to them- emotions coaching, trauma informed approach a good understanding of ACES by LSA’s.  

When deploying LSA’s asking them Do they know what is expected at age related, don’t assume they know. Ask them and support if required.  

Many of our LSA’s are excellent practitioners however newer members of staff may not have this experience or grasp the ethos of our school and as teachers it is our duty (teachers standards) to deploy and advise correctly.  

LC’s should be clear and concise and LSA’s know what the LC is so children can be challenged when LSA’s are helicoptering and giving verbal feedback.  

LSA’s to ask open ended questions such as what are you doing? What have you done well?  

Going back to the importance of learners being increasingly independent strategies often used by LSA’s and teachers: asking too many questions, over prompting, not allowing thinking or response time.  

LSA’s should encourage independence, open ended questions, least amount of support first, the right support at the right time, pupils accept risk, challenge pupils.  

1, 2 

Great teaching: memory-making learning stick online part 2 

Dual coding- pictures alongside text 

Interleaving- making links, questions to include previous learning (How does this story compare to the one we read last?) 

Elaboration- relate new learning to what we already know- use the question matrix 

Concrete- concrete-pictorial-abstract (include virtual tours, drama, visitors, real world research, LOTC) 

1,2 

Worked Examples 

Worked examples reduce the cognitive load on the working memory. Use the working wall, Waggols and step by step processes.  

Include diagrams.  
FAME 

Fading 

Alternation 

Mistakes 

Explanation  

1, 2 

Linking Schools 

Preparation for visiting other schools within the next phase of the project.  

1, 2 

Difficulties with Maths

Identifying difficulties within Maths. Providing suggestions and strategies to support pupils. 4 broad areas of need; sensory, communication, cognition and learning, and SEMH. 

1, 2 

The primary sentence toolkit/spoken language 

Review of recent Ofsted observations related to spoken language. Review of staff current practice and needs. Key learning in spoken language to be added to LTP in each year group. Why it is important to teach sentences & some examples. Review of the i model and some examples. Look at how the new toolkit can support with subject knowledge and lesson examples. 

1, 2 

Reducing Distractions: 

Bitesize  

Identifying how we can reduce distractions in the classroom and how we can avoid overloading the working memory. Looking at routines, rules, expectations, learning environment and group work. 

1,2 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

NTP  

The National Tutoring Programme (NTP) supports schools by providing access to high-quality tutoring to help pupils whose education has been affected by the Covid-19 pandemic.   

1, 2 

Targeted Phonics Interventions 

We are developing our reading and phonic strategy to ensure that all children can learn to read and read to learn so that no child is left behind. 

All staff have completed training on Red Rose Phonics and follow a structured programme to close the gap through EYFS – KS1 on a daily basis. 

Parents are given support on phonics via the school website. 

Red Rose phonics supports children’s knowledge and understanding of the relationship between written symbols and sounds.  Phonics approach have been consistently effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress 

1, 2 

1stClass@Number 

1stClass@Number is a small group maths intervention we use for children in Year 2 who need additional support to help them catch up and make better progress. A specially trained Learning Support Assistant delivers 24-30 half hour sessions, focusing on number and calculation, and developing children’s mathematical understanding. The sessions are delivered outside of the normal classroom maths lessons. 

All children achieve greater than expected progress. 

1, 2 

Race into English 

This programme aims to break down the language barrier and support those who: 

•      Are beginners in learning English; 

•      Have limited English; 

•      Are more fluent in English but need additional support to make progress. 

After a comprehensive assessment to establish their needs, children take part in a wide range of motivating and relevant activities to develop their functional and academic understanding of and fluency in English. 

1, 2 

Precision Teaching  

Precision Teaching is a method to plan a teaching programme that fulfils the needs of a young person or an individual child who is facing difficulty with maintaining or acquiring certain areas of the curriculum. It is one of the most useful teaching strategies for ensuring high levels of accuracy and fluency. In Precision Teaching, students build skills by regularly practising short-duration tasks. It allows teachers to carefully monitor and track the progress the student makes and then make changes to ensure that the students are learning through practical applications of precision teaching as fast as they could. 

Children will make speedy progress to close the gap and achieve their target. 

1,2 

Speech sounds  

An intervention which helps children to be more aware of their speech sounds errors and focuses on the motor production of speech sounds including articulation approaches and phonological/language-based approaches. 

Children will pronounce the letter sounds correctly and with confidence.  

1,2 

Early Year Based Information Carrying. 

EYBIC  

EYBIC is an effective intervention which helps to develop listening skills, vocabulary development, understanding of sentences, auditory sequential memory skills, expressive language: vocabulary and use of sentences and social communication skills: turn taking, gaining someone's attention, giving appropriate information, seeking clarification, repairing conversations and providing feedback.   

1,2 

Guided scribble  

The muscles in their hands will strengthen in time, giving them greater control of gripping a writing tool. Controlled scribbling will begin to show side-to-side marks or a pattern of markings. This intervention shows that all children have and increased fine motor control. 

1,2 

EAL – Stoneyholme language scheme (Based upon Racing to English)   

Targeted approach, this approach often sees children achieving better than expected progress. As a result of focussed attention, some children from the group have returned to class and have been replaced with children requiring the targeted approach.   

Racing to English has been successfully used with pupils at both primary and secondary levels, and with pupils who have hearing impairment, special learning needs (SEND), and with whole classes in primary schools. 

1,2 

SEND Intervention 

The activities have been developed for children at the primary and secondary level learning EAL, ESOL or EFL. They encourage focused language work and promote group work and learner interaction. The activities are set at a beginner to intermediate level. 

Highly specific additional activities.  

Small groups working on Maths, English and Reading PIVAT targets. Activities which develop gross and fine motor skills and communication. 

1,2 

Phonic Boost 

To develop better understanding of blending and segmenting skills in phases 3, 4 and 5. 

Children achieve their target level in phonics. 

1,2 

Colourful semantic. 

Colourful semantics is aimed at helping children to develop their grammar, but it is rooted in the meaning of words (semantics). 

Colourful semantics reassembles sentences by cutting them up into their thematic roles and then colour codes them. 

All children who attended colourful symantics understand the structure of sentences. 

1,2 

DFE: Understanding child development and the EYFS Module 1 

Increased understanding of early child development and how that links with curriculum, planning and assessment. 

1,2 

LPDS: Introduction for MFL Subject Leaders  

Providing guidance on how to embed key strategies in MFL across the school and how to implement successful systems for support and to maximise their impact. 

1,2 

Cognitive Load Theory 

Understanding of cognitive load theory, which is a theory of how human brains learn and store knowledge and what strategies are best for our children to learn and retain knowledge. 

1, 5 

Phonic Refresher 

Phonic refresher videos provide the practicality of what some phonic games may look like, as well as a refresher on the structure of the different phases.   

1,2  

CPD1: The linking school project 

Teacher training on how the linking school project gives children from different social, economic, language backgrounds the skills to meet and make friends with children who are not like themselves. Children will link with a different school throughout the year and participate in a range of activities that will give them social skills for life and that everyone is different but the same. Teachers are taught a variety of games and have the opportunity to plan a range of activities that they will like the two schools to participate in throughout the first stage of the project.   

1,2 

Spelling frame 

Introduction on the website ‘spelling frame’ and how to use it to get the best out of children’s spellings and their understanding of the words. Children to make rapid progress with spellings. 

1, 2 

Phonics refresher training 

To understand how to use the phonics tracker to track and assess children for phonics.  

Children to be able to read and write as quickly as possible following a phonics programme using a range of activities/games using a range of props to aid their learning. To understand how phonics may look the same and different in different stages. Children make better progress when learning phonics through a range of activities.  

1,2  

Phonics 

Refresher on how to use the phonics tracker to track and assess children for phonics.  

Children to be able to read and write as quickly as possible following a phonics programme using a range of activities/games using a range of props to aid their learning. To understand how phonics may look the same and different in different stages. Children make better progress when learning phonics through a range of activities.  

1, 2 

Red Rose letters and sounds refresher 

Videos focusing on strategies to teach the phonics sequence, including enunciation, terminology, GPC and a variety of games to be used throughout all phases. This further supports the refresher training we took part in at the beginning of the academic year. Resources have been supplied to us from the English team to enhance teaching and learning. 

1, 2 

Talk One Training 

Talk one training provides support to pupils in English, reading and phonics. The programme provides support through reading and responding, gathering content, scaffolded, shared writing and independent writing all through a talk-based approach.   

1, 2 

1:1 reading vlog LPDS 

Create a resource box to excite and engage for reading 

1, 2 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

Enrichment  

lunch times 

All children to attended 3 Enrichment club per half term 

Research shows that children who take part in enrichment clubs are more proficient in social skills, problem solving and teamwork, communication skills and help children concentrate and improve their attainment. 

2, 4 

After school Enrichment 

All children to attended at 2 Enrichment club per half term as part of their extended school day.  Research shows that children who take part in enrichment clubs are more proficient in social skills, problem solving and teamwork, communication skills and help children concentrate and improve their attainment. 

2, 4, 

Attendance 

First day calling 

Home visit for poor attenders 

Parents meetings 

Parent contracts 

Early Help Assessment 

Outside referrals 

Termly  

Analysis attendance 

Identify children who are cause for concern. 

Red/Amber/ Green letters  

Termly  

Bronze – silver – gold awards  

Second chance to achieve 

Assembly alongside to rewards and parent invited. 

PAST (pupils' attendance and support team) refer to external agency LCC 

Research shows that good attendance results in good academic outcomes. 

Data shows that in primary school children who didn’t achieve the expected standard in reading, writing and Maths missed on average four more days per school year that those whose performance exceeded the expected standard. 

Percentage attendance has a direct effect on academic outcomes. The higher percentage of attendance the higher the percentage of attainment. 

Opens the conversation between school and parents to support the child coming into school. 

First day call if no contact from parents. 

Third day home visit if the child is still absent. 

Through home visiting / Parent’s meetings we are supporting families to overcome barriers for their child’s attendance. 

Drawn up with parents to highlight any areas of support.  Mutual agreement with child, parent and school. 

Regular letters for attendance and punctuality. 

Provide financial / wellbeing/ mental health support 

Highlighting number of days absence/punctuality 

Research evidence shows that specific data of the number of days that a child has been absent has a positive impact on parents understanding of their child’s attendance. 

Reward systems for weekly attendance, research shows that most reward schemes work on a long-term basis, children are excited and want to achieve.  Each child receives recognition for attending school daily and being on time. 

LCC support school with individual attendance barriers 

Regular consultation with PAST team. 

3 

Referrals to school nurse 

Support with on-going medical issues and illness. 

4, 5 

Transition  

Nursey - EYFS 

Research shows that effective transition between nursery and primary school with parents and children increases that attendance and punctuality of children. 

From primary to secondary, key stage to key stage, class to class. 

Expectations before children start school are clear and concise and a consistent communication between home and school is started. Attendance policy included. 

1,2,3 

Legal measures 

Unauthorised extended leave. 

Leave of absence meeting will all parents who request a formal so parents can make a fully informed decision. 

Referral to courts. 

4 

Trauma informed school 

Children, parents and teachers can use a variety of nurturing strategies to ensure the safety and care of the child. 

Full pastoral package of support. A variety of interventions to offer should children need more specialised support beyond the classroom. 

Children and family well being service which offer regular consultations to school to support our families. 

Regular consultation with the mental health schools team (MHST) 

5 

Weekly drop in for parents of SEND children 

Personalised support and guidance for parents. 

4, 5 

Early Help Offer 

Daily check in with children 

Toast and fruit at breakfast time. 

Well being areas around school. 

Parents have access to teacher emails for queries and concerns. 

Timetable of support for parents. 

Provide uniform. 

Signpost and refer parents to their needs. 

4, 5 

Programme 

Provider 

N/A